Volume 43 - Number 4 - 2002 | DOI: 10.5032/jae.2002.04046
This study focused on inservice needs of beginning and experienced agriculture teachers in South Carolina. Based on the Borich Needs Assessment Model, a modified list of 50 competencies from previous research was developed to assess needs of South Carolina teachers (N = 105) during the 1999-2000 academic year. Using a census of the population, the perceived level of importance and perceived level of competence of the 50 competencies of the teachers were measured. To determine specific needs, beginning teachers (<5 years experience) and experienced teachers were analyzed separately. Overall inservice needs were analyzed and ranked using Mean Weighted Discrepancy Scores (MWDS). The top five competencies in need by experienced agriculture teachers included: using computers in classroom teaching; preparing FFA degree applications; preparing proficiency award applications; using multimedia equipment in teaching; and teaching recordkeeping skills. In contrast, beginning teachers listed the following top five competencies of need: utilizing a local advisory committee; developing local adult education programs; organizing fund-raising activities for the local FFA chapter; preparing agriculture/FFA contest teams; and developing SAE opportunities for students.